A Quantitative Study on the Motivation of Learners of the Korean Language : Focusing on Learners in a Korean School and Learners in Japanese Public Schools

コリアゴ　ガクシュウシャ　ノ　ドウキヅケ　ニ　ツイテノ　テイリョウテキ　ブンセキ　ノ　ココロミ　カンコク　ガッコウ　ト　コウリツ　ガッコウ　ノ　ガクシュウシャ　ヲ　タイショウ　トシテ

イヌヅカ, ミワ

Inuzuka, Miwa

袁, 立

Yuan, Li

李, 修京

Yi, Sookyung

Mother Tongue, Heritage Language, and Bilingual Education Research Association

母語・継承語

外国語

第二言語動機づけ自己システム

韓国学校

Research Notes

The study applies the framework of the L2 motivational self-system to the motivation of Korean language learning and examines the differences in motivational strength depending on the Korean language status (foreign language or first/heritage language) and the history of upbringing (length of residence in Japan). We administered the L2 motivational self-system questionnaire scale to 312 Japanese public school students and 150 Korean school students. The results of confirmatory factor analysis using multi-population comparison revealed a three-factor structure of“ ideal L2 self,”“ ought-to L2 self,” and“ learning experience” for the students of both schools. However, the relationship among the factors differed between the two groups. Comparing the scale scores of the Korean school students and the public school students showed no significant difference for the ideal L2 self scale. Korean school students scored significantly higher for the ought-to L2 self scale, while they scored significantly lower for the learning experience than Japanese public school students. Analysis of the differences in Korean school students by the history of upbringing showed that students born in Japan had lower scores on ought-to L2 self and learning experience than those who came to Japan after birth.

袁, 立

李, 修京